Understanding the Triggers and Dynamics of Socially Shared Metacognitive Regulation in Teams with Divergent Outcomes

Abstract

Collaborative problem-solving (CPS) offers opportunities for team members to apply their acquired skills and knowledge to shared tasks, particularly when addressing ill-structured problems that require collaboration among individuals with diverse perspectives and competencies. During CPS, learners may encounter various challenging situations—referred to as trigger events—that serve as markers or catalysts for strategic regulation. Previous studies on socially shared metacognitive regulation (SSMR) have primarily focused on the occurrence of SSMR during collaborative learning, with limited attention to its triggering factors. This study investigates the triggers and dynamics of SSMR in teams with divergent outcomes (i.e. more successful outcome teams (MSOT) and less successful outcome teams (LSOT)). Conducted over 12 weeks, the research focused on ill-structured tasks in a project-based Human-Computer Interaction course. We analyzed 35 hours of video data using thematic analysis, examining teams' verbalized interactions to identify SSMR triggers, followed by coding the identified SSMR episodes to determine their focus and function. Findings revealed differences between MSOT and LSOT in terms of the variety of triggers, focus, function, and the shifts in SSMR strategies. MSOT demonstrated a fundamental focus that enabled teams to grasp essential aspects needed to solve the task, whereas LSOT exhibited surface-level focuses, often involving non-essential components. MSOT applied SSMR strategies optimally and at appropriate times during CPS, while LSOT displayed suboptimal and untimely applications. Moreover, strategy formulation and execution in MSOT were consistent and goal-directed, whereas in LSOT, they were interruptive and momentary.